Zeitschriftenartikel: „STUDENTS-PSYCHOLOGISTS“

1

Gallagher, James J. „Psychology, Psychologists, and Gifted Students“. Journal for the Education of the Gifted 38, Nr. 1 (10.02.2015): 6–17. http://dx.doi.org/10.1177/0162353214565548.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

2

Tsarkova, Olha, Olesia Prokofieva und Olha Prokofieva. „THE STUDY OF EMOTIONAL BURNOUT IN STUDENTS-PSYCHOLOGISTS AND PROFESSIONAL PSYCHOLOGISTS“. Science and Education 33, Nr. 2-3 (März 2016): 44–49. http://dx.doi.org/10.24195/2414-4665-2016-2-3-9.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

3

Kyrychenko, Olha. „RESEARCH OF STUDENTS-PSYCHOLOGISTS’ SELF-ESTEEM“. Science and Education 42, Nr. 5 (Mai 2016): 113–16. http://dx.doi.org/10.24195/2414-4665-2016-5-17.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

4

Bowers, Sommer, Jennifer Lewandowski, Todd A. Savage und Scott A. Woitaszewski. „School Psychologists’ Attitudes Toward Transgender Students“. Journal of LGBT Youth 12, Nr. 1 (02.01.2015): 1–18. http://dx.doi.org/10.1080/19361653.2014.930370.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

5

Karabushchenko, N. B., und M. V. Stefanishina. „PECULIARITIES OF OVERCOMING STRESS BY STUDENTS-PSYCHOLOGISTS“. Vestnik Orenburgskogo gosudarstvennogo universiteta 214, Nr. 2 (2018): 77–83. http://dx.doi.org/10.25198/1814-6457-181-77.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

6

Ilnytska, L. A., und I. O. Onischenko. „PSYCHOLOGICAL FEATURES OF ASSERTIVENESS OF STUDENTS-PSYCHOLOGISTS“. Habitus, Nr. 33 (2022): 92–96. http://dx.doi.org/10.32843/2663-5208.2022.33.16.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

7

Pelling, Nadine. „Why School Counsellors and Psychologists Should Treat Addiction Problems“. Australian Journal of Guidance and Counselling 13, Nr. 1 (Juli 2003): 77–86. http://dx.doi.org/10.1017/s1037291100004751.

Der volle Inhalt der Quelle

Annotation:

School counsellors and psychologists will encounter students affected by addiction. When this occurs many will simply refer the students to specialist services within the community. Such referrals are not always an appropriate action for many reasons. School counsellors and psychologists have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed for basic addiction treatment. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to addiction to their professional development and, when possible, address the addiction problems of their students directly. Arguments regarding why school counsellors and psychologists should treat addiction problems are given. Moreover, how school counsellors and psychologists can briefly address addiction problems is outlined. Finally, resources on addiction are provided.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

8

Hines, Erik M., Desiree D. Vega, Renae Mayes, Paul C. Harris und Michelle Mack. „School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings“. Journal for Multicultural Education 13, Nr. 3 (12.08.2019): 190–202. http://dx.doi.org/10.1108/jme-02-2019-0015.

Der volle Inhalt der Quelle

Annotation:

Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

9

Warner, Debra L., und John R. Bradley. „Undergraduate psychology students' views of counselors, psychiatrists, and psychologists: A challenge to academic psychologists.“ Professional Psychology: Research and Practice 22, Nr. 2 (1991): 138–40. http://dx.doi.org/10.1037/0735-7028.22.2.138.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

10

Semenova, L. E., und T. A. Serebriakova. „PSYCHOLOGICAL WELL-BEING OF STUDENTS-PSYCHOLOGISTS WITH DIFFERENT PERSONAL RESOURCES OF PROFESSIONALLY SIGNIFICANT CHARACTERISTICS“. Vestnik of Minin University 6, Nr. 3 (10.11.2018): 10. http://dx.doi.org/10.26795/2307-1281-2018-6-3-10.

Der volle Inhalt der Quelle

Annotation:

Introduction.This article is devoted to the problem of psychological well-being of future psychologists in the context of their personality development at the stage of University training and primary entry into the profession. The authors substantiate the need to experience the psychological well-being of the subjects of helping activities, which include professional psychologists and, accordingly, the relevance of the study of the features of the manifestation of this phenomenon during the development of students of universities the basics of psychological assistance, taking into account the severity of their professionally important personal characteristics. Special emphasis is placed on the structure of psychological well-being, represented by the six components, and on its overall level.Materials and methods. A comparative analysis of the General level and the main components of psychological well-being, as well as the degree of machiavellianism and tolerance to uncertainty among students-psychologists, practicing psychologists and students of other areas of training is carried out. Features of experience of psychological well – being by students-future psychologists with different degree of expression of tolerance to uncertainty and machiavellianism are studied.Results.The data obtained confirm the assumption that, unlike practicing psychologists and students of other areas of training for psychology students are characterized, first, lower rates, both for most of the main components, and the overall level of psychological well-being, and secondly, there is a greater tendency to deliberate manipulation of other people. At the same time, it is established that there are statistically significant differences in a number of components of psychological well – being of students-future psychologists with varying degrees of tolerance to uncertainty and machiavellianism, most of which are stated in favor of the subjects, tolerant to uncertainty and not prone to manipulation.Discussion and Conclusions. According to the results of the study identified some problem areas relating to the personal resources of students psychologists in terms of their readiness to help activities.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

11

A.V., Kolchyhina, und Verbovata V.M. „RESEARCH OF FEATURES OF EMOTIONAL INTELLIGENCE STUDENTS-PSYCHOLOGISTS“. Scientic Bulletin of Kherson State University. Series Psychological Sciences, Nr. 2 (29.05.2020): 22–28. http://dx.doi.org/10.32999/ksu2312-3206/2020-2-3.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

12

Shvetsova, Julia. „FEATURES OF GENDER IDENTITY IN MODERN STUDENTS-PSYCHOLOGISTS“. Науковий часопис НПУ імені М. П. Драгоманова. Серія 12. Психологічні науки, Nr. 11 (2020): 119–27. http://dx.doi.org/10.31392/npu-nc.series12.2020.11(56).11.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

13

McClure, Robert F., und Ronald B. Livingston. „Religious Values of Counselors, Psychologists, and College Students“. TCA Journal 28, Nr. 2 (September 2000): 78–85. http://dx.doi.org/10.1080/15564223.2000.12034569.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

14

Ferrari, Joseph R., Kristie Dobis, Eva I. Kardaras, Denise M. Michna, Jeremy M. Wagner, Sara Sierawski und Peggy Boyer. „Community Volunteerism Among College Students and Professional Psychologists“. Journal of Prevention & Intervention in the Community 18, Nr. 1-2 (10.05.1999): 35–51. http://dx.doi.org/10.1300/j005v18n01_04.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

15

Barchi, B. „DEVELOPMENT OF CREATIVE THINKING OF STUDENTS OF PSYCHOLOGISTS“. International scientific journal «Education and Science» 2(27), Nr. 1 (2019): 68–71. http://dx.doi.org/10.31339/2617-0833-2019-2(27)-68-71.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

16

Boychenko, Inna. „THE INFLUENCE OF MENTORING ON THE PROFESSIONAL SELF-IDENTITY FORMATION OF A PSYCHOLOGIST“. Problems of Psychology in the 21st Century 14, Nr. 2 (15.12.2020): 93–101. http://dx.doi.org/10.33225/ppc/20.14.93.

Der volle Inhalt der Quelle

Annotation:

The purpose of the study was to determine the features of the professional self-identity in future psychologists in terms of educational and professional training. The objectives of the study were: 1) to identify theoretical approaches to the problem of professional identity and self-identity in terms of professional training; 2) to research the features of self-identity in the course of a professional choice by students-psychologists and their educational and professional adaptation. To solve the particular research problem: 1) the features of self-identity in the course of professional choice by students-psychologists and their educational-professional adaptation are defined; 2) questionnaire was developed for identification of the features of students-psychologists’ awareness of their professional choice and adaptation to professional training and the need for professionally significant qualities. To identify the features of the professional self-identity of future psychologists in the study of a number of methods were: 1) "Methods of studying professional identity (MVPI) (author LB Schneider); 2) questionnaire "Professional choice and educational-professional adaptation of future psychologists" (author IS Boychenko). 178 students of III-IV courses of the Pedagogical and Psychological Institute of the National Pedagogical University named after MP Drahomanov and 5-th courses of the psychological faculty named after T.G. Shevchenko and the Faculty of English of the National Linguistic University took part in the survey. The analysis of the conducted methods revealed that the predominant types of professional choice awareness by students-psychologists in the course of their educational and professional activity are the moratorium on professional identity, premature professional identity and diffusion of professional identity. The reasons for this state of the students may be unconscious or insufficiently conscious choice of profession by the latter as well as insufficient professional support of these students by psychologists. The acquisition of professional self-identity by future psychologists takes place: (I) in a group during the educational process (lectures, practical group classes, educational and psychological practice, attempts at one's own psychological practice), (II) individually, and (III) under the guidance of a mentor. In the course of these psychological practices, especially during their own attempts at practice, future psychologists begin to form an idea of their professional functions. This is an important prerequisite for the formation of their professional identity. According to the results of the research of the students-psychologists with achieved positive professional identity, the types of practical activities can include psychological (attempts at personal practice) and educational-psychological practice (according to the curriculum), that is mastering the profession through training in HEI and beyond, satisfaction of professional needs. The perspective of the research is the problem of conformity of the professional self-identity formation of future psychologists to the social requirements and the availability of conditions to ensure their professional development during educational activities and beyond. Keywords: future psychologist, professional self-identification, professional self-identity, professional identity

APA, Harvard, Vancouver, ISO und andere Zitierweisen

17

Thielking, Monica, und Shane R. Jimerson. „Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia“. Australian Journal of Guidance and Counselling 16, Nr. 2 (01.12.2006): 211–23. http://dx.doi.org/10.1375/ajgc.16.2.211.

Der volle Inhalt der Quelle

Annotation:

AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

18

Tan, Ai-Girl, und Kam-Ming Lim. „Singaporean Graduate Majors in Education Perceptions of Workplaces and Roles of Psychologists“. Perceptual and Motor Skills 94, Nr. 2 (April 2002): 663–69. http://dx.doi.org/10.2466/pms.2002.94.2.663.

Der volle Inhalt der Quelle

Annotation:

This paper examined perceptions of workplaces and roles of psychologists of 315 Singaporean undergraduate students in education. The participants rated the appropriateness of 21 workplaces and 32 roles of psychologists using a 7-point scale. The group showed restricted views of psychology and psychologists as they related psychologists' work mainly to social and organizational services and referred roles of psychologists to giving social services related to delinquency and disorders.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

19

Alperin, Richard Martin, und Annette Benedict. „College Students' Perceptions of Psychiatrists, Psychologists, and Social Workers: A Comparison“. Psychological Reports 57, Nr. 2 (Oktober 1985): 547–48. http://dx.doi.org/10.2466/pr0.1985.57.2.547.

Der volle Inhalt der Quelle

Annotation:

The present study compared perceptions held by 180 college students of psychiatrists, psychologists, and social workers. The students viewed social workers as warm and easy to relate to but not particularly intelligent. Psychiatrists were viewed as bright but cold and reserved. The students indicated that they would most likely consult psychologists for help with the majority of their problems.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

20

Velasco Leon, Azucena, und Marilyn Campbell. „Assessment of academic difficulties in culturally and linguistically diverse school students“. Journal of Psychologists and Counsellors in Schools 30, Nr. 1 (03.03.2020): 25–42. http://dx.doi.org/10.1017/jgc.2020.5.

Der volle Inhalt der Quelle

Annotation:

AbstractThe increasing tendency of immigration and forced migration practices around the world has made countries’ populations culturally and linguistically diverse. Australia is considered one of the most culturally diverse countries in the world. Consequently, the proportion of school-aged children with different culture and language is also increasing. Thus, school psychologists and guidance counsellors face the challenge of designing fair assessment practices and sound interventions for culturally and linguistically diverse (CALD) students who experience difficulties with their learning. Although many multicultural countries have extensive research regarding the assessment of learning difficulties in CALD students, Australia lacks this research. This study explored the most common assessment strategies that school psychologists and guidance counsellors usually implement in their assessment of CALD students. These results were then compared to a best practice model from the literature. In order to understand the current practices of school psychologists and counsellors in Australia who have assessed CALD children, a survey was administered to 34 school psychologists and counsellors. It was found that the reported strategies and protocols were very close to the ones proposed by experts, which was an unexpected outcome of this study. Implications for school psychologists and counsellors are discussed.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

21

Pelling, Nadine. „How School Counsellors and Psychologists can Support Gay, Lesbian, Bisexual, and Questioning Adolescents“. Australian Journal of Guidance and Counselling 14, Nr. 1 (Juli 2004): 78–95. http://dx.doi.org/10.1017/s1037291100002685.

Der volle Inhalt der Quelle

Annotation:

Gay, lesbian, bisexual, and questioning adolescents are a sizeable, albeit relatively invisible, minority within our education system. As a result, school counsellors and psychologists will encounter students who are same-sex attracted. Many school counsellors and psychologists who identify same-sex attracted students and see said issues as important will refer these students to specialist services within the community. Such referrals are not always the most appropriate way to handle same-sex attraction issues. School counsellors and psychologist have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed to help same-sex attracted students deal with the issues, some related to same-sex attraction, likely to bring such students into contact with counselling or psychological services. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to same-sex attraction to their professional development and, when possible, address the concerns of their sexual minority students directly and through systemic interventions. Reasons why school counsellors and psychologists are in an opportune position to support same-sex attracted students are given. Moreover, some of the knowledge, awareness and skills needed for competent work with same-sex attracted students are outlined. Finally, sexual minority resources are provided.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

22

Dutke, Stephan, Helen Bakker, Lenka Sokolová, Iva Stuchlikova, Sergio Salvatore und Ioulia Papageorgi. „Psychology curricula for non-psychologists? A framework recommended by the European Federation of Psychologists' Associations' Board of Educational Affairs“. Psychology Learning & Teaching 18, Nr. 2 (14.11.2018): 111–20. http://dx.doi.org/10.1177/1475725718810929.

Der volle Inhalt der Quelle

Annotation:

This paper argues that teaching psychology for non-psychologists influences psychology's public image and the basis of collaboration between psychologists and non-psychologists. Therefore, designing psychology curricula for non-psychology students and professionals is an important task of psychology departments that deserves attention. For guiding the design process, we propose considering five criteria. Curricula for non-psychologists should be (a) specific to the profession of the target group, (b) specific to the needs and (c) work processes of the target group and (d) limited to the professional field of the target group. Although psychology curricula for non-psychology students need to be limited regarding its breadth, they should (e) maintain the depth and multi-perspectivity required for understanding psychological phenomena. Discussing these criteria should help raise awareness for the role of teaching psychology to students of academic disciplines and professions other than psychology.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

23

ElenaV., Zvoleyko. „Practical Training of Students-Special Psychologists in the Implementation of Academic Disciplines“. Scholarly Notes of Transbaikal State University 16, Nr. 2 (Mai 2021): 157–65. http://dx.doi.org/10.21209/2658-7114-2021-16-2-157-165.

Der volle Inhalt der Quelle

Annotation:

The article presents the experience of extending educational activities in the form of practical training to academic disciplines implemented for students of special psychologists at the bachelor’s and master’s levels. According to the new requirements, practical training of students-special psychologists can be carried out both directly at the university and in the organization that carries out activities in the profile of the corresponding educational program. Practical training in the academic disciplines’ implementation is traditionally organized through seminars, workshops, where students master certain types of work related to their future profession. For a special psychologist, all types of professional activities are associated with communication, interaction with people, so the joint productive activity of the teacher and students in the classroom, as well as in the organization that carries out activities in the profile of the educational program, is crucial. The article reveals the content of undergraduates-special psychologists’ practical training in the disciplines “Technologies for designing adapted educational programs”, “Psychological and pedagogical correction of impaired development”, “Psychological and pedagogical counseling of persons with disabilities”, the content of practical training of bachelors – special psychologists in the disciplines “Psychological and pedagogical technologies of correctional work”, “A workshop on solving professional problems in the field of correctional and pedagogical activity”, “Study, education and rehabilitation of persons with complex developmental disabilities”. Keywords: special (defectological) education, practical training, students-special psychologists, children with disabilities, profile organization

APA, Harvard, Vancouver, ISO und andere Zitierweisen

24

Tomita, Takuro, und Toshinori Kitamura. „Diagnostic Reliability and Accuracy of Pathological Grief and Psychiatric Disorders among Japanese Psychologists and Psychology Students“. Psychological Reports 88, Nr. 3 (Juni 2001): 743–46. http://dx.doi.org/10.2466/pr0.2001.88.3.743.

Der volle Inhalt der Quelle

Annotation:

The present study examined the reliability and accuracy of diagnoses regarding pathological grief and other psychiatric disorders using a case vignette design Two Japanese psychologists (Ph.D. and M.A. levels) and five graduate students in psychology participated. Analysis suggests that psychologists and psychology students can reliably apply the diagnostic criteria for pathological grief and other psychiatric disorders.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

25

Sorokoumova, S. N., S. P. Elshansky, E. B. Puchkova und Yu V. Suhovershina. „COGNITIVE STYLES AND PERSONALIZATION OF EDUCATION OF STUDENTS-PSYCHOLOGISTS“. Vestnik of Minin University 8, Nr. 1 (06.04.2020): 10. http://dx.doi.org/10.26795/2307-1281-2020-8-1-10.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

26

Apenok (Cherkasova), R. S. „RESEARCH OF STUDENTS-PSYCHOLOGISTS'' CO-DEPENDENCE AND INTERNET-DEPENDENCE“. Social - Economic Phenomena and Processes 10, Nr. 11 (2016): 225–29. http://dx.doi.org/10.20310/1819-8813-2015-10-11-225-229.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

27

Havrylkevych, V. K. „THE STRUCTURE OF THE STUDENTS-PSYCHOLOGISTS’ PSYCHOLOGICAL DEFENSE MECHANISMS“. Theory and practice of modern psychology 3, Nr. 1 (2020): 161–65. http://dx.doi.org/10.32840/2663-6026.2020.1-1.30.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

28

Garcia-Joslin, Jacqueline J., Gerardo L. Carrillo, Veronica Guzman, Desireé Vega, Cynthia A. Plotts und Jon Lasser. „Latino immigration: Preparing school psychologists to meet students’ needs.“ School Psychology Quarterly 31, Nr. 2 (Juni 2016): 256–69. http://dx.doi.org/10.1037/spq0000136.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

29

Stoliarchuk, O. A., O. P. Serhieienkova und O. P. Kokhanova. „PSYCHOLOGICAL PRINCIPLES OF STUDENTS-PSYCHOLOGISTS’ SUCCESS IN PROFESSIONAL DEVELOPMENT“. Habitus 2, Nr. 13 (2020): 148–52. http://dx.doi.org/10.32843/2663-5208.2020.13-2.24.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

30

Mollen, Debra, Candice Hargons, Elyssa M. Klann und Della V. Mosley. „Abortion Knowledge and Attitudes Among Psychologists and Graduate Students“. Counseling Psychologist 46, Nr. 6 (August 2018): 738–60. http://dx.doi.org/10.1177/0011000018795296.

Der volle Inhalt der Quelle

Annotation:

Abortion is often misunderstood and steeped in misinformation. Laypeople and medical professionals tend to have limited abortion knowledge. Among the public, individuals who hold accurate information about abortion are more likely to endorse pro-choice attitudes than individuals who are misinformed. We explored knowledge of, and attitudes toward, abortion among 142 psychologists and graduate students. Participants responded accurately, on average, to 68% of the items on a true–false measure of abortion knowledge. In addition, participants with higher levels of accurate knowledge were more likely to endorse pro-choice attitudes. Participants were especially likely to incorrectly answer items related to the prevalence, availability, and current legality of abortion in the United States. Analyzing qualitative interviews with a subset of 13 participants, we generated four themes related to knowledge and attitudes about abortion: Assuming Proficiency Despite Minimal Training, Pursuing Outside Knowledge and Training, Framing Abortion Around Identities, and Perceiving and Experiencing Consequences from Abortion Attitudes. Implications for training are delineated.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

31

Kulichenko, Yulia Nikolaevna, und Ekaterina Mikhailovna Korolevskaya. „Specificity of Forming Students-Psychologists’ Professional Foreign-Language Competence“. Filologičeskie nauki. Voprosy teorii i praktiki, Nr. 8 (Juli 2021): 2622–26. http://dx.doi.org/10.30853/phil210374.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

32

ВІНТЮК, Юрій. „ДОСЛІДЖЕННЯ ЗДІБНОСТЕЙ У НАВЧАЛЬНІЙ РОБОТІ ЗІ СТУДЕНТАМИ-ПСИХОЛОГАМИ“. Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 3 (Dezember 2020): 215–23. http://dx.doi.org/10.31494/2412-9208-2020-1-3-215-223.

Der volle Inhalt der Quelle

Annotation:

АНОТАЦІЯ У статті висвітлені особливості та хід застосування дослідницького підходу до вивчення здібностей у навчальній роботі зі студентами-психологами. Здійснений огляд наукових публікацій за обраною темою; з’ясовані підходи до вивчення здібностей; розглянуті особливості засвоєння з позицій різних підходів; висвітлена специфіка залучення студентів до цього процесу. Експеримент полягав у розробці та реалізації оптимального підходу до ознайомлення студентів із дослідженням здібностей, який би дозволив поєднати наявні знання з теми на певній раціональній основі, подати їх доступно й у відповідній логічній послідовності, виходячи з потреб у таких знаннях, наявного рівня знань і чинних вимог до професійної підготовки психологів. У проведеному експерименті передбачено як аналітичну, так і практичну складову; він організований та проведений викладачем, проте з максимально повним залученням студентів. В аналітичній частині дослідження здійснено опрацювання матеріалу з даної теми: з’ясовані незрозумілі положення, здійснено уточнення та конкретизацію певних моментів тощо. Студенти мали виявити вміння самостійно опрацьовувати матеріал, призначений для вивчення, а також залучатися до процесу вирішення питань, винесених на розгляд. Практична частина дослідження реалізовує демонстрацію можливостей роботи зі здібностями в практиці психолога: як діагностики особливостей, так і розвитку показників; виконується, головним чином, під час практичних занять. Передбачена також можливість за необхідності давати студентам індивідуальні творчі завдання для позааудиторної роботи. Результатом проведеної навчально-дослідницької роботи стало те, що студенти не лише краще зрозуміли роль здібностей у повсякденному житті, навчальній і професійній діяльності, їхнє призначення, особливості та прояви, а також з’ясували можливості розвитку та застосування здібностей у майбутній професійній діяльності. Вони опанували підходи і теорії, з якими ознайомилися на лекційних заняттях, у практичній діяльності, яка наближена до повсякденної роботи психолога. Зроблені висновки з проведеної роботи й визначені перспективи подальших досліджень. Ключові слова: освітній процес, підготовка майбутніх психологів, дослідження здібностей, дослідницький підхід у навчальній діяльності, розвиток здібностей.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

33

Nalyvaiko, Oleksii, und Kseniia Lykhoshvai. „Quality of Professional Psychologist Training in Online Space“. Educational Challenges 26, Nr. 2 (29.10.2021): 75–89. http://dx.doi.org/10.34142/2709-7986.2021.26.2.07.

Der volle Inhalt der Quelle

Annotation:

The article is devoted to the definition of the basic provisions of training psychologists in the conditions of forced distance learning. The purpose of the study is to analyze the main qualities that a future psychologist should have, and to consider the impact of online learning (forced distance learning) on their quality and formation. The main objectives include: analyze theoretical framework of modern training of a psychologist; analyze the role of digital and online technologies in teaching future psychologists; analyze the answers given by student psychologists during a survey aimed at determining the role of online learning; propose recommendations for improving the learning process of future psychologists in a distance / blended learning. Among the research methods used, the following methods of scientific research were defining: analysis and generalization of scientific and methodological sources, governmental documents on the topic of research for the theoretical substantiation of the research problem, modeling of the data obtained. The authors also conducted a survey. The results of the study show that based on the analysis of the answers received from psychology-students, we can draw several main conclusions: most students would prefer classroom or blended learning; main difficulties faced by students: technical / internet problems, motivation (self-organization), difficulties in communicating with teachers; a significant part of students do not have practical skills and relevant information on working in the online space. Based on the analysis of the obtained results and own experience of work and study at the School of Psychology, recommendations are provided for first-year students and teachers in online learning. In conclusion, in the context of improving the quality of training of future psychologists in distance and blended learning, we recommend implementing from the first semesters of study in university courses aimed at familiarizing students with the norms of behavior in the digital space.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

34

Tetiana, Ponomarenko, und Zelenin Vsevolod. „Implementation of Information and Communication Technologies in the Process of Future Psychologists' Training in Consideration of Their Learning Motivation“. International Journal of Information and Education Technology 12, Nr. 4 (2022): 352–58. http://dx.doi.org/10.18178/ijiet.2022.12.4.1626.

Der volle Inhalt der Quelle

Annotation:

This article covers the topicality of the implementation of information and communication technologies in the process of future psychologists' professional training. We have studied students’ attitude toward the implementation of educational new forms and established the type of students' learning motivation. The results of the empirical research have indicated that students consider it appropriate to implement online forms of learning in the educational process. We have found out that part-time students receiving the second education are more focused on mastering professional knowledge and skills, and there are students who are focused only on obtaining the higher education diploma among full-time students. We have identified five groups of obstacles that arise during the implementation of online learning forms in the educational process of students-psychologists and three groups of development resources that are necessary for the effective implementation of the educational process in the online format. Thus, we see the prospects for further research in the study of the level of digital competence development among the University teachers of psychological courses in higher education and their attitude toward the implementation of information and communication technologies in the educational process of future psychologists.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

35

Shahidullah, Jeffrey D., Maryellen Brunson McClain, Gazi Azad, Katherine R. Mezher und Laura Lee McIntyre. „Coordinating Autism Care Across Schools and Medical Settings: Considerations for School Psychologists“. Intervention in School and Clinic 56, Nr. 2 (27.04.2020): 107–14. http://dx.doi.org/10.1177/1053451220914891.

Der volle Inhalt der Quelle

Annotation:

Optimal service delivery for students with autism spectrum disorder (ASD) often involves interdisciplinary care coordination between primary care clinicians, community-based providers, and school personnel such as school psychologists. Interdisciplinary care coordination includes communication and collaboration from multiple providers to facilitate comprehensive services that are accessible and continuous while promoting effective partnerships across the home, school, and community systems. Unfortunately, school psychologists report barriers to collaborating with providers outside the school setting around service delivery, including a mismatch in eligibility criteria for educational classifications verses medical diagnoses, lack of delineated roles and responsibilities of other providers, and a limited infrastructure around information sharing. This article (a) delineates roles and functions of school psychologists in coordinating care for students with ASD, (b) highlights potential barriers to care coordination from the perspective of school psychologists, and (c) provides practice considerations, objectives, and direct application activities to overcome barriers to care coordination.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

36

Голубева, Галина, Galina Golubeva, Лада Каширина und Lada Kashirina. „Psychological and pedagogical features of the organization of independent work of students-psychologists in the educational environment «Moodle»“. Ergodesign 2019, Nr. 2 (26.05.2019): 31–37. http://dx.doi.org/10.30987/article_5cb22165638395.65718108.

Der volle Inhalt der Quelle

Annotation:

Psychological and pedagogical features of the organization of independent work of students-psychologists in the educational environment the description of the electronic educational environment Moodle for the organization of independent work of students-psychologists. The features of the independent work, requirements for the design of electronic environments.Description the results of the evaluation of students of different types of tasks for independent work from the standpoint of interest and efficiency for the final certification. The conclusions about the feasibility of using specific types of tasks for independent work in the electronic environment.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

37

Shamionov, A. D. „Features of Professional Intentions of Educational Psychologists at the Initial stage of University studies“. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 1, Nr. 1 (2012): 41–44. http://dx.doi.org/10.18500/2304-9790-2012-1-1-41-44.

Der volle Inhalt der Quelle

Annotation:

The article reveals the psychological content of professional intentions of educational psychologists at the initial stage of university studies, determined by semantic groups and characteristics. Reveals the content of students’ representations of educational psychologists about future work. Сharacterized by their professional preferences and interests.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

38

Petrovskaya, Tatiana Y. „Особенности ранних дезадаптивных схем будущих психологов в зависимости от возрастного периода“. Vestnik Yaroslavskogo gosudarstvennogo universiteta im. P. G. Demidova. Seriya gumanitarnye nauki 16, Nr. 1 (17.03.2022): 164. http://dx.doi.org/10.18255/1996-5648-2022-1-164-171.

Der volle Inhalt der Quelle

Annotation:

The article discusses the age characteristics of early maladaptive schemes (EMS) of students of psychological specialties. In order to determine the EMS of psychology students, the questionnaire «Diagnostics of early maladaptive schemes of J. Young» was used. Empirically the specific EMS complexes of future psychologists in adult and adolescence were identified. Differences in the EMS of students in the sub-periods of adolescence and adulthood have been statistically proven. With age, psychology students decrease the severity of vulnerability, uncertainty and stability of relations, and the level of differentiation of identity increases. In the transitional period of adulthood, future psychologists are the least inclined to self-sacrifice and obedience to rigid rules.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

39

Atkinson, Donald R., Michael T. Brown, J. Manuel Casas und Nolan W. S. Zane. „Achieving Ethnic Parity in Counseling Psychology“. Counseling Psychologist 24, Nr. 2 (April 1996): 230–58. http://dx.doi.org/10.1177/0011000096242004.

Der volle Inhalt der Quelle

Annotation:

With the increasing diversification of the population comes an increased need for ethnic minority psychologists. Most counseling psychology programs will have to dramatically increase the numbers of ethnic minority students they enroll and faculty they hire to achieve parity and meet the need for more ethnic minority counseling psychologists in the future. This article describes the preconditions and strategies needed to recruit, to select, and to support ethnic minority students and faculty in counseling psychology programs.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

40

Kanekar, Suresh. „Fin-de-Siècle Ranking of Important Psychologists by a Sample of Undergraduate Students Enrolled in History of Psychology“. Psychological Reports 89, Nr. 3 (Dezember 2001): 650. http://dx.doi.org/10.2466/pr0.2001.89.3.650.

Der volle Inhalt der Quelle

Annotation:

134 undergraduate students of the history of psychology from 1998 through 2000 were requested to name three psychologists in order of importance, eminence, or influence within as well as outside the discipline of psychology. Salient was confirmation of Sigmund Freud as outranking other psychologists by a wide margin.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

41

Udalova, T. Y., A. V. Mordyk, O. G. Ivanova, D. I. Arinina, I. A. Vishnyakov und E. S. Udalova. „THE RESEARCH ON PROFESSIONALLY IMPORTANT QUALITIES AT STUDENTS OF EDUCATION PSYCHOLOGISTS AND PEDIATRIC STUDENTS“. PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 8, Nr. 3 (30) (30.09.2020): 338–48. http://dx.doi.org/10.23888/humj20203338-348.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

42

Stepanenko, Inna. „PSYCHO CORRECTIVE TECHNOLOGIES OF SHYNESS REDUCTION IN STUDENTS – FUTURE PSYCHOLOGISTS“. Psychological journal 6, Nr. 6 (30.06.2020): 139–49. http://dx.doi.org/10.31108/1.2020.6.6.14.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

43

Sharpley, Christopher F., Andrew Mavroudis und Anne-Maree James. „Stress-Responsivity in Secondary School Students: Implications for Educational Psychologists“. Australian Educational and Developmental Psychologist 7, Nr. 1 (Juni 1990): 15–18. http://dx.doi.org/10.1017/s0816512200026249.

Der volle Inhalt der Quelle

Annotation:

ABSTRACTThe range and incidence of responsivity to the onset of a stressful event was investigated with two different age groups of teenagers. There was a wide degree of responsivity to the stressor used and this responsivity was not found to be related to performance on the stressful event, sex of respondent, or physical fitness as measured by resting heart rate. Implications for effective stress-management of secondary school students' hyperresponsivity to similar stressors are discussed, with several suggestions given for implementation of these procedures.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

44

Hanchon, Timothy A., und Ryan A. Allen. „IDENTIFYING STUDENTS WITH EMOTIONAL DISTURBANCE: SCHOOL PSYCHOLOGISTS’ PRACTICES AND PERCEPTIONS“. Psychology in the Schools 50, Nr. 2 (13.12.2012): 193–208. http://dx.doi.org/10.1002/pits.21668.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

45

Talapatra, Devadrita, Andrew T. Roach, Kris Varjas, David E. Houchins und Daniel B. Crimmins. „Transition services for students with intellectual disabilities: School psychologists’ perceptions“. Psychology in the Schools 56, Nr. 1 (08.10.2018): 56–78. http://dx.doi.org/10.1002/pits.22189.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

46

Volodymyr, Shakhov, und Shakhov Vladyslav. „PSYCHOLOGICAL FEATURES OF FORMING PROFESSIONAL IDENTITY OF STUDENTS – FUTURE PSYCHOLOGISTS“. Scientific Issues of Vinnytsia State M. Kotsyubynskyi Pedagogical University. Section: Pedagogics and Psychology 216, Nr. 58 (2019): 208–13. http://dx.doi.org/10.31652/2415-7872-2019-58-208-213.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

47

Mączka, Grzegorz. „Introduction to psychiatric assessment for students, physicians, psychologists and psychotherapists“. Psychiatria Polska 50, Nr. 4 (2016): 895–96. http://dx.doi.org/10.12740/pp/63339.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

48

Kulsharipova, Zaru Kasymovna, Zebinsa Bakhodirkyzy Solieva und Zhanat Beisembayevich Issabekov. „COMMUNICATIVE COMPETENCE`S DEVELOPMENT OF TEACHERS-PSYCHOLOGISTS` STUDENTS: PROBLEM STATEMENT“. Bulletin of Toraighyrov University. Pedagogics series, Nr. 1.2021 (29.03.2021): 178–93. http://dx.doi.org/10.48081/oegr3000.

Der volle Inhalt der Quelle

Annotation:

Professional activity of a teacher-psychologist is connected with the need for constant communication with a wide range of people. These are children who have different psychological characteristics; their parents, who have different educational and age status; colleagues and the administration of the educational institution, who may have professional deformities. The communicative responsibility of teachers-psychologists acts in professional activity as the qualities and skills that make up the part of the professional competence and skill of the specialist, which can be called his communicative competence. Communication processes play a crucial role in any professional activity. Therefore, a person should strive to master effective ways of communication, i.e. to learn the ability to understand others and be understood.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

49

Deinychenko, L. M., H. M. Svidenska und K. R. Mannapova. „DYNAMICS OF REFLEXIVITY AND FEATURES OF STUDENTS-PSYCHOLOGISTS’ SELF-PERCEPTION“. Habitus, Nr. 28 (2021): 64–68. http://dx.doi.org/10.32843/2663-5208.2021.28.10.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

50

Weis, Robert, Christina H. Till und Celeste P. Erickson. „ADHD Assessment in College Students: Psychologists’ Adherence to DSM-5 Criteria and Multi-Method/Multi-Informant Assessment“. Journal of Psychoeducational Assessment 37, Nr. 2 (18.10.2017): 209–25. http://dx.doi.org/10.1177/0734282917735152.

Der volle Inhalt der Quelle

Annotation:

The evidence-based assessment of attention-deficit/hyperactivity disorder (ADHD) depends on adherence to Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) diagnostic criteria and reliance on multi-method/multi-informant data. Although nearly all psychologists endorse these practices, college students with ADHD may lack documentation supporting their diagnoses. We reviewed the documentation submitted by 214 undergraduates diagnosed with ADHD and receiving academic accommodations for this condition. Their clinicians also completed a checklist that described their assessment procedures. Relatively few psychologists assessed all DSM-5 criteria, based on either the psychologist’s self-reported assessment procedures (23.4%), written documentation (14.0%), or multi-method/multi-informant data (10.3%) such as educational/medical records, results of rating scales, or interviews with other informants. Psychologists were least likely to assess students’ areas of impairment or to rule out alternative causes for students’ self-reported symptoms. This lack of adherence to DSM-5 criteria and overreliance on students’ self-reports can threaten the reliability of diagnosis and the appropriateness of medication and accommodations that follow.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Zeitschriftenartikel zum Thema „STUDENTS-PSYCHOLOGISTS“

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an